Literaturnachweis - Detailanzeige
| Autor/in | Millar, Dan Pyle |
|---|---|
| Titel | Balance in the Community College Forensic Program. |
| Quelle | In: Georgia Speech Communication Journal, 5 (1974) 2, S.41-56 (17 Seiten)
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| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Communication Skills; Community Services; Debate; Educational Objectives; Intercollegiate Cooperation; Relevance (Education); Speech Communication; Student Attitudes; Student Development; Student Motivation; Two Year Colleges |
| Abstract | This paper suggests a cocurricular forensic program for departments of speech in junior colleges. Because the junior college has a commuting student body, many of the students hold part- or full-time jobs apart from class work, and nearly one student in four is married, the forensic program must show the student postcollege vocational applicability while being an immediately stimulating but not constantly demanding responsibility. It must also be an educationally sound, need-satisfying program which provides for a wide range of student abilities and motivations. Debate/forensics is valuable for the community college student because it provides training in how to think quickly as well as critically, in how to express ideas clearly so that they may be understood and evaluated by others, and in organizing and integrating many arguments coherently. It also develops tolerance for different points of view. Community college forensic programs must have balance in the following areas in order to satisfy the needs of the students, the objectives of the college, and the demands of the community: competitive intercollegiate activities, competitive and nondecision intramural events, and community service in the form of a speakers' bureau. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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